As part of an assignment, my classmates and I created a comprehensive list of student assistive technologies on our course wiki. Here is my contribution.
Technology: Free Form Database Software
Description: Used in conjunction with word processing or other software, this allows
the student to organize or make notes on any subject. Notes can later be
retrieved by typing any part of the original note text. This is good
for students who struggle with organization and memory.
Links:
http://www.smartocr.com/
http://desktoppub.about.com/od/win/tp/ocr_win.htm
Dec 3, 2011
Podcasts and PowerPoint
Here is a podcast I made of an original powerpoint with narration. It would be a great tool for student review, re-teaching, or make-up work.
WavesPPT
More PowerPoint presentations from Liz
Virtual Labs
http://phet.colorado.edu
When school budgets are tight, virtual labs are a great way to work in student practice of concepts without spending any money. The above website is my absolute favorite virtual simulation site for Physics and physical science. This website is full of awesome simulations for any level of science since they have biology and chemistry sims too. However, I don't know much about the bio/chem labs since I only just found this while teaching physics. I use it for conservation of energy, waves, light phenomena, and nuclear physics just to name a few. I did also use it to demo stoichiometry to a tutoring student a few weeks ago. You search for the topic and a list of simulations will show up. You click on the one you like, and it will take you to the simulation. There you can download or run the sim and if you scroll to the bottom of the screen there is a list of lesson plan ideas made and shared by other teachers that you can use or adapt to your liking. It's also available for all ages. I've used it in a senior level physics class and an 8th grade physical science class.
When school budgets are tight, virtual labs are a great way to work in student practice of concepts without spending any money. The above website is my absolute favorite virtual simulation site for Physics and physical science. This website is full of awesome simulations for any level of science since they have biology and chemistry sims too. However, I don't know much about the bio/chem labs since I only just found this while teaching physics. I use it for conservation of energy, waves, light phenomena, and nuclear physics just to name a few. I did also use it to demo stoichiometry to a tutoring student a few weeks ago. You search for the topic and a list of simulations will show up. You click on the one you like, and it will take you to the simulation. There you can download or run the sim and if you scroll to the bottom of the screen there is a list of lesson plan ideas made and shared by other teachers that you can use or adapt to your liking. It's also available for all ages. I've used it in a senior level physics class and an 8th grade physical science class.
Sep 18, 2011
UDI Reflection
**If the below lesson plan is too difficult to read, please let me know, and I will send you a PDF.**
UDI Reflection
When an architect designs a building, he or she does not create the plans with the average person in mind. The design is created with everyone in mind. A facility must be accessible regardless of the physical ability of a person. Doorways must be wide enough for wheelchair access. Ramps are provided for persons with issues of mobility. Water fountains, sinks, and toilets are located at different heights with different assistive structures. Even the doorknobs are specially designed for maximum access. As a teacher, I have to design my lesson plans with the same mindset. I cannot be content with designing a lesson to the majority of my students, because in reality there is no “majority.” There is no “average.” Each student is so different, they can each benefit from a lesson tailored to reach all regardless of ability or disability. I must insure that my lessons deliver the information in varied ways that are accessible to anyone. If I have not done that, I am not teaching. The above lesson is one that I created in my undergraduate education school training. I will be evaluating it based on the nine principles of Universal Design for Instruction to assess my ability to implement this invaluable strategy.
Principle 1-Equitable Use
Instruction should be useful and accessible to everyone. If one cannot give students the same assignment, then alternatives should provide an equal amount of information at an equivalent level of difficulty, just in a different way. The powerpoint is one way that I tried to make the material accessible. By incorporating images and video clips, I can reach all types of learners with a multimedia presentation. Also, by using fill-in notes to supplement the presentation, I can further assist students who are still learning organizational skills or who have difficulty paying attention during lecture. I feel like the exploration portion of the lesson could use some improvement. Having the students walk around the room to observe types of fungi is fun and engaging, however I limited their observations to handwritten notes. If I incorporated additional ways of recording data such as taking digital pictures, I would better reach those with poor note-taking skills.
Principle 2-Flexibility in Use
It is good if there are options when giving instruction so that students will benefit from their preferred method. Overall I included many different ways of presenting the material. I have many visual and real world examples in the engagement and exploration portions of the lessons, and my powerpoint did include some video clips. However, I relied heavily on material that needed to be read. I should have incorporated some different types of information at the extension portion other than just articles. I could have included videos or audio clips to convey the informations to the groups in case students struggled with reading comprehension.
Principle 3-Simple and Intuitive
Instruction should be straightforward and predictable. For the most part my lesson was to the point and focused on the fungi kingdom. I provided interesting examples and additional knowledge where appropriate, but overall my intent that they learn how and why an organism is classified as a fungus came across fairly clear. I could have been more specific in my grading criteria, since it was very subjective and vague. By providing a more formal assessment, like an exit card, I could have driven home what the students were supposed to get out of the lesson and provided myself with data regarding how much they understood.
Principle 4-Perceptible Information
The information should be communicated regardless of ambient conditions or sensory abilities. Hands on manipulative, video clips, auditory learning, and reading were all ways that I varied the delivery of the information for this principle. To make it even better, I could have used some sort of technology based delivery, such as a web-quest or simple research project, to allow students to receive the information from sources other than myself, thus reinforcing the material and closing any gaps from missed information during the lecture.
Principle 5-Tolerance for Error
Instruction should anticipate variation in individual learning pace and skills. While my somewhat vague grading criteria was a negative for principle 3, I think it could have been a positive for this principle. Because much of my lesson was class discussion, I made sure to ask very open ended questions and was prepared to address any misconceptions I discovered. I also did not specifically place this in my lesson plan, but as a teacher I instinctively reword questions or offer scaffolding to students who require more time to master concepts than the others. To anticipate the variation in student skills even more, I could chose the groups for the extension portion of the lesson based on ability level, thus taking into account the need for some students to practice with others who have already mastered the lesson and giving the students opportunity to work in situations where they can learn from or teach others depending on their skill set.
Principle 6-Low Physical Effort
Nonessential physical effort should be minimized. Because I did not have any mobility issues in my classes when teaching this lesson, the exploration portion was sufficient as is. I set up stations around the room and students walked to those stations to make their observations. However, if mobility was an issue with a student, I would be prepared to bring the stations to him or her instead of requiring the child to move about. The point of the activity is to look at examples of fungi and if getting around hinders that, I would either need to set up a stationary table with a portion of all the specimens or have the students pass the specimens around from group to group.
Principle 7-Size and Space for Approach and Use
Instruction design considers the appropriate size and space for each person’s body size, posture, mobility, and communication needs for all activity. This principle would accompany the previous one in my lesson. For the majority of the lesson, the students would participate from their own areas. No space modifications would be necessary. However, for the exploration I would need to ensure that mobility is not an issue for students, and for the group work I would need to create areas where groups of four or five students could sit comfortably to discuss the articles assigned to them.
Principle 8-A Community of Learners
Instructional environment promotes interaction and communication. With so much of my lesson based on oral discussion, the community aspect is highly emphasized. In the first part, the students will have to agree or disagree on whether a product contains a fungus. After that, they will work with a partner to make observations on specimens in lab. Finally, they will analyze an article about a fungus, answer questions pertaining to the article, and then present on their topic as a group. These opportunities to work together allow the students to hear the material from their peers as well as their teachers and to come to conclusions in a constructive way through discussion and the sharing of ideas.
Principle 9-Instructional Climate
Instruction is welcoming and inclusive. High expectations are espoused for all students. The fun, open-ended discussions and demonstrations allow the students to be surprised, to inquire, and to see their classmates react to presented material. In my classroom, all answers are respected and encouraged, even if they are “just a guess.” With a learning environment where students are encouraged to try and are provided with scaffolding when necessary, the students learn to trust their instincts and to learn from their mistakes. Instructional climate is difficult to illustrate in a written lesson plan, but as a teacher this is something that is always on my mind during class. My students are given clear, challenging expectations, and they know that I will help them until they reach those expectations, no matter how long it takes.
Copyright Bee
Answers to common questions on copyright law:
1. What is copyright?
It is a law that protects the creators of original works from unauthorized use of their intellectual property.
2. Do we, the public, have a right to use art and music?
In some situations, yes. Fair use will come into play here. It protects the right of the public to use these materials in limited and constructive ways.
3. What is public domain?
Any work that is no longer under a copyright is considered public domain. You may use these without permission, but you still need to give credit to the source.
4. What is fair use?
Fair use provides educators and students with the rights to use limited amounts of copyrighted materials as teaching materials. The materials used must be for a nonprofit educational use, and should try not to prevent the author from making a profit. They are also very limited in how much you can use.
5. Can I use a Smithsonian photograph in a report?
Yes, students have permission from the Smithsonian to use images for school assignments. In fact, the government provides many public domain materials on their websites. Just be sure to check copyrights before using.
6. How much of a song or video can I use?
For video, you are restricted to 10% or 3 minutes, whichever is less. For written material, you can use 10% or up to 1000 words, again whichever is less. For music and written material related to music, such as lyrics, you can use up to 10% or no more than 30 seconds.
7. What if it doesn’t have the copyright symbol on it?
An item can still be copyrighted even if it doesn’t have the symbol. Almost everything on the internet is under the copyright law; whether it shows the accepted symbol or not.
8. Can I put my project on a website to show my friends?
Unfortunately no. When you put your work on a public website, it is no longer restricted to your school and education. Copyrighted material only falls under the fair use clause when it stays within the school.
9. What is attribution?
When you attribute something to someone, you give them credit. This is important with copyright law. You have to give the creator credit whenever you use any original material.
10. I want to use something from a website, but I can’t find any copyright information!
Just because you don’t see the information, doesn’t mean it’s not copyrighted. The best thing to do is seek the approval of the author. Write an email to the contact person and ask for “permission to use.” Wait until you get a response before you take any liberties; never assume that receiving no response means it’s okay to use.
11. Why should I follow copyrights? Who’s going to find out if I don’t?
I hope your own conscience would not allow it! Think about how you feel when someone takes credit for your idea. If the situation were reversed and someone was using your original work without your permission, you’d be very upset! You’re also taking away from someone’s livelihood. Whenever you have a copyright situation, you must remember that making that music, creating that art, or writing that book is the author’s job. They have the right to earn their pay. You wouldn’t want to work for free, would you?
Here is a situation in which it would be important to follow copyright law in the classroom:
I have assigned a class project as a review for the SOL test coming up in a few weeks. I divide the students into pairs and assign them a topic. They are to create a presentation that hits the highlights of their unit to share with the other students. One pair is assigned thermal energy and heat transfer. They want to use the song “This is Why I’m Hot” by MIMS to help make the topic more exciting for their peers and as an attention grabber. I think it’s a great idea so I approve, but only if they use 30 seconds or less and credit MIMS in their powerpoint.
Ability Level and Scientific Knowledge
Is a student's ability to perform core academic skills, such as reading, necessary to assessing their knowledge of science? How can I accurately rate a students success on my tests if they cannot read the questions? These are important questions to think about as a teacher. Of course reading is a skill that is essential to education. However, I must also recognize that not every student will learn at the same pace or have the same opportunities as others. If a student is behind in their reading skills for what ever reason, is it fair that they should also fall behind in science because of their limitations? I don't think it is. If language barriers are any indication, the ability to communicate does not indicate a level of intelligence or comprehension. I am always frustrated by people who view English Language Learners as simple minded because they cannot communicate their knowledge in a way we are used to. I think this could also apply to students who struggle reading written word. If I test a student on concepts covered in class but they lack the knowledge to comprehend the questions on the assessment, it does not mean that they did not learn the science content I taught. When I assess in only this format, I am doing nothing for this student except reminding them of their weakness in reading. I am not assessing their science knowledge, and I cannot use this data to evaluate their progress in my class. It is more important to know whether or not they can comprehend, explain, and utilize the science knowledge than to know if they can pass a test. To avoid this situation, I must try to understand and work within student limitations when testing. Assistive technology and Individualized Education Plans can mean a world of difference for students who are overcoming reading challenges. Besides the obvious read-aloud tests with a special education teacher, I can use technology to provide alternative assessments that do not rely on reading the way paper and pencil tests so often do. For example, an online or computer assessment could provide a read-aloud option for students with low reading levels or a dictionary to help students understand any unfamiliar words. In fact, I often take advantage of the dictionary option on my Nook e-reader if I come across a new word. Simply highlighting and clicking to give a definition is quick and simple. It would provide a standardized way of restating the question for each student so I wouldn't have to do this on an individual basis, and it could save the child any hesitation or uncertainty that might cause them to second guess their answer. I can also use assistive technology to completely remove my assessments from the format of traditional tests. Having the students create videos or animations to illustrate concept knowledge can not only get around the reading issue all together, but it can also provide an additional advantage by giving even more confirmed demonstrations of knowledge away from multiple choice formats. No guessing here! Technology has the potential to give me more adequate feedback on student knowledge and to give my students of lower reading levels the confidence boost they need to see that they can be successful in school. By demonstrating their science knowledge and receiving positive feedback, they will begin to trust themselves and could ultimately do better in all subjects- not just science.
Sep 3, 2011
Why I love my Mac.
I'm not trying to write an advertisement for Apple or anything, but reading all the horror stories of lost data, viruses, and spyware from my fellow masters students' blogs has made me happy that my PC days are behind me. I don't really have any exciting stories. I did lose all of my pictures from a high school trip to Europe when a virus killed my Dad's PC my senior year. I also had my IBM laptop hijacked by the IT department at William and Mary for about eight days when I accidentally clicked a link I shouldn't have in an email. As soon as I clicked, the entire network kicked me off and would not let me log on to anything. Apparently I put the whole campus at risk! Oops! I've never seen such an immediate (and freakishly thorough) response to a technology breach since. With a boyfriend eight hours away and my main means of communicating with him (AOL Instant Messenger) gone, not to mention having to go to the library to complete all of my assignments, it was a long week. I definitely learned my lesson. Not long after that I bought my first Macbook, and I haven't looked back. Not that they are perfect, but no one really writes viruses for them. It's a definite perk. My husband, however, has a great data horror story, and it involves a Mac so I can feel like I'm being fair. He was the first one of us to get a Macbook, and he got very good at using the programs and knowing the laptop inside and out. After all, they are (sometimes insultingly) user friendly. When he was in college, he impressed all his buddies with his "mad Mac skills" and would often help them with their own computers if he thought he could. One day he was helping a friend upgrade his Apple operating system, and I guess at this point he got a little overconfident. When he saw a button asking to reformat, he thought it was the way to upload the OS. He clicked yes expecting the computer to restart and reboot with Leopard now functional. Instead, he accidentally wiped his buddy's hard drive completely. It's bad enough to lose your own data; imagine losing your friends! The poor friend was absolutely stunned, and my husband jokes about being "chased with a shotgun." It didn't actually happen, but I'm sure Mac Pal really wanted too. Luckily though, my husband, being a very good person and feeling extremely guilty, managed to find a solution. He discovered that there was a way to get the data back. A different (extremely tech savvy) friend was able to re-cover everything. Not an easy feat, but my husband sure breathed easier and managed to stay buck shot free. :)
Aug 27, 2011
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